/ 


PHILADELPHIA 


Social  Science  Association. 


Public  Schools  in  their  Relations 
to  the  Community. 


PHILADELPHIA  SOCIAL 


720  LOCUST  STREET 


READ  AT  A MEETING  OF  THE  ASSOCIATION,  APRIL 


—by- 

JAMES  S.  WHITNEY. 


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Return  this  book  on  or  before  the 
Latest  Date  stamped  below. 

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University  of  Illinois  Library 


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THE  FOLLOWING  IS  A LIST  OF  THE  PAPERS  READ  .BEFORE  THE 

ASSOCIATION. 


I87I. 


1872. 


1873- 


1874. 


1875* 


1876. 


1877. 

1878. 


1879. 


1880. 


Compulsory  Education.  By  Lorin  Blodget.  Out  of  print. 

Arbitration  as  a Remedy  for  Strikes.  By  Eckley  B.  Coxe.  . 

The  Revised  Statutes  of  Pennsylvania.  By  R.  C.  McMurtrie.  Out  of  print. 
Local  Taxation.  By  Thomas  Cochran. 

Infant  Mortality.  By  Dr.  J.  S.  Parry.  . - 

Statute  Law  and  Common  Law , and  the  Proposed  Revision  m Pennsylvania. 

By  E.  Spencer  Miller.  Out  of  print. 

Apprenticeship.  By  James  S.  Whitney.  _ 

The  Proposed  Amendments  to  the  Constitution  of  Pennsylvania.  By  rrancis 
Jordan. 

Vaccination.  By  Dr.  J.  S.  Parry. 

The  Census.  By  Lorin  Blodget. 

The  Tax  System  of  Pennsylvania.  By  Cyrus  Elder. 

The  Work  of  the  Constitutional  Convention.  By  A.  Sydney  Biddle. 

What  shall  Philadelphia  do  with  its  Paupers  ? By  Dr.  Isaac  Ray. 
Proportional  Representation.  By  S.  Dana  Horton.  _ 

Statistics  Relating  to  the  Births , Deaths , Marriages , etc.,  in  Philadelphia.  By 
John  Stockton-Hough,  M.D. 

On  the  Value  of  Original  Scientific  Research.  By  Dr.  Ruschenberger. 

On  the  Relative  Influence  of  City  and  Country  Life,  on  Morality,  Health,  Fe- 
cundity, Longevity  and  Mortality . By  John  Stockton-Hough,  M.D. 

The  Public  School  System  of  Philadelphia.  By  James  S.  Whitney. 

The  Utility  of  Government  Geological  Surveys.  By  Prof.  J.  P.  Lesley. 

The  Law  of  Partnership.  By  J.  G.  Rosengarten. 

Methods  of  Valuation  of  Real  Estate  for  Taxation.  By  Thomas  Cochran. 

The  Merits  of  Cremation.  By  Persifor  Frazer,  Jr. 

Outlines  of  Penology . By  Joseph  R.  Chandler. 

Brain  Disease,  and  Modern  Living.  By  Dr.  Isaac  Ray.  . Out  of  print. 
Hygiene  of  the  Eye , Considered  with  Reference  to  the  Children  in  our  Schools. 
By  Dr.  F.  D.  Castle. 

The  Relative  Morals  of  City  and  Country.  By  Wm.  S.  Pierce. 

Silk  Culture  and  Home  Industry.  By  Dr.  Samuel  Chamberlaine. 

Mind  Reading,  etc.  By  Persifor  Frazer,  Jr. 

Legal  Status  of  Married  Women  in  Pennsylvania.  By  N.  D.  Miller. 

The  Revised  Statutes  of  the  United  States.  By  Lorin  Blodget. 

Training  of  Nurses  for  the  Sick.  By  John  H.  Packard,  M.D.  . # 

The  Advantages  of  the  Co-operative  Feature  of  Building  Associations.  By 
Edmund  Wrigley. 

The  Operations  of  our  Building  Associations.  By  Joseph  I.  Doran. 

Wisdom  in  Charity.  By  Rev.  Charles  G.  Ames. 

Free  Coinage  and  a Self-Adjusting  Ratio.  By  Thomas  Balch. 

Building  Systems  for  Great  Cities.  By  Lorin  Blodget. 

Metric  System.  By  Persifor  Frazer,  Jr. 

Cause  and  Cure  of  Hard  Times.  By  R.  J.  Wright. 

House-Drainage  and  Sewerage.  By  George  E.  Waring,  Jr. 

A Ilea  for  a State  Board  of  Health.  By  Benjamin  Lee,  M.  D. 

The  Germ  Theory  of  Disease,  and  its  Present  Bearing  upon  P ublic  and  Per- 
sonal Hygiene.  By  Joseph  G.  Richardson,  M.D. 

Delusive  Methods  of  Municipal  Financiering.  By  Wm.  F.  Ford. 

Technical  Education.  By  A.  C.  Rembaugh,  M.D.  „ 

The  English  Methods  of  Legislation  Compared  with  the  American.  By 
Simon  Sterne. 

Thoughts  on  the  Labor  Question.  By  Rev.  D.  O.  Kellogg. 

On  the  Isolation  of  Persons  in  Hospitals  for  the  Insane.  By  Dr.  Isaac  Ray. 
Notes  on  Reform  Schools.  By  J.  G.  Rosengarten. 

Philadelphia  Charity  Orgcinization.  By  Rev.  Wm.  H.  Hodge. 

Public  Schools  in  their  Relations  to  the  Community.  By  James  S.  Whitney. 


Reprinted  from  PENN  MONTHL  Y for  May,  1880. 


PUBLIC  SCHOOLS  IN  THEIR  RELATIONS  TO  THE 
<o  COMMUNITY. 


HE  fellowship  of  interest  which  the  older  members  of  a family 


feel  in  the  school  life  of  the  younger,  from  the  first  day  at  school 


to  the  last,  crowned,  or  hoped  to  be,  with  honor, — is  a type  of  that 
which  every  community  should  feel  in  the  Public  School  education  of 
its  children.  That  such  an  interest  does  exist  in  this  city,  to  some 
degree,  we  have  evidence  in  the  numerous  communications  in 
newspapers,  from  parents  who  trust  that  their  grievances  are  those 
of  many  others,  and  in  editorials  which  assume  large  and  willing 
audiences.  It  seems,  therefore,  that  a view  of  the  present  condL 
tion  of  public  education  specially  in  Philadelphia,  and  generally 
elsewhere, — to  show  how  far  it  has  come  and  in  what  direction  it 
moves,  to  reaffirm  principles  that  are  still  called  in  question,  be- 
cause they  are  themselves  the  outgrowth,  to  the  public  eye,  of  the 
system  itself, — and  before  an  audience  where  many  minor  discus- 
sions may  be  concentrated,  may  be  worthy  of  public  attention  ; 
and  it  certainly  is  not  foreign  to  the  objects  of  this  Association. 
For  it  is  to  one  which,  by  its  title,  may  be  held  to  have  been  the 
ancestor  of  this,  that  we  owe  the  existence  of  our  present  local 
school  system.  It  was  “ The  Society  for  the  Promotion  of  Public 
Economy,”  under  the  chairmanship  of  Roberts  Vaux,  that  in  1818 
procured  the  passage  of  the  act,  “ to  provide,”  as  its  title  reads, 
“ for  the  education  of  children  at  the  public  expense  within  the 
City  and  County  of  Philadelphia.” 

It  was  a dangerous  step,  or  at  least  would  have  been  thought 
^ so  then,  could  its  results  have  been  foreseen,  when  that  type  of 
the  future  Commonwealth,  the  Society  of  Friends,  established  in 
1698  a school  in  Philadelphia,  “ where  all  the  children  and  servants 
I might  be  taught,  and  provision  made  that  the  poor  be  taught 
gratis.”  The  preamble  of  the  last  Charter  granted  this  School 
y . (still  in  vigorous  existence)  in  1711,  is  as  follows:  “Whereas  the 
prosperity  and  welfare  of  any  people  depend  in  a great  measure, 
upon  the  good  education  of  youth,  and  their  early  introduction  in 
principles  of  true  religion  and  virtue,  and  qualifying  them  to  serve 
their  country  and  themselves  by  breeding  them  in  reading,  writ- 


f 


4 


ing,  and  learning  of  languages  and  useful  arts  and  sciences,  suita- 
ble to  their  sex,  age,  and  degree  ; which  cannot  be  effected,  in  any 
manner,  so  well  as  by  erecting  Public  Schools  for  the  purpose 
aforesaid,”  Here,  in  words  that  suggest  not  elementary  schools 
for  the  poor,  but  the  generous  collegiate  foundations  of  old 
England,  is  the  very  basis  of  a State  School  system  ; and,  though 
this  was  for  more  than  fifty  years  the  only  Public  School  inr  the 
Province,  yet  a principle  had  been  stated,  and  illustrated  by  its 
existence.  It  was  reaffirmed  in  the  first  Constitution  of  the  State, 
that  of  1776,  in  the  opening  turmoil  of  the  Revolution,  and  again 
in  that  of  1790.  Both  of  these  require  the  Legislature  “ to  pro- 
vide by  law  for  the  establishment  of  schools  in  such  manner  that 
the  poor  may  be  taught,”  in  1776  “at  low  prices, f and  in  1790 
“ gratis.”  Such  laws  were  passed,  found  unsatisfactory,  and  re- 
peatedly changed;  the  last  of  this  series,  “ an  act  to  provide  for 
the  education  of  the  poor  gratis,”  bearing  date  1809.  It  aston- 
ishes us  now,  or  at  least  it  should  astonish  us,  to  observe  how  long 
a time  was  required  to  discover  that  those  words  “ the  poor”  were 
the  obstacle  to  all  these  well-meant  efforts.  While  the  rich  ob- 
jected to  taxation  for  the  expressed  benefit  of  a class,  the  poor  ob- 
jected to  the  classification  which  the  benefit  involved.  It  was  not 
until  1818,  after  long  agitation,  and  clear  showing  of  the  evil  of 
class  legislation,  that  the  Society  for  the  Promotion  of  Public 
Economy  procured  the  passage  of  the  act  already  mentioned.  Until 
1834,  it  applied,  however,  to  Philadelphia  only.  Its  preamble 
reads  thus  : “ Whereas,  the  general  provisions  of  the  existing 
laws  towards  the  establishment  of  schools  throughout  the  State: 
in  such  manner  that  the  poor  may  be  taught  gratis  * * 

have  not  proved  to  be  a public  benefit  [within  the  City  and 
County  of  Philadelphia]  commensurate  with  the  expense  incurred  i 
by  occasion  of  the  same,”  therefore,  &c. 

By  this  act,  which  is  the  foundation  of  our  present  city  sys- 
tem, all  limitations  as  to  the  social  condition  of  pupils,  and  even,, 
in  effect,  the  range  of  their  studies,  were  removed.  The  control- 
lers were  empowered  “ to  provide  such  suitable  books  as  they  may 
deem  necessary,”  and  “to  establish  a model  school  to  qualify 

teachers,” since  grown  into  our  Girls’  High  and  Normal  School.:. 

A great  step  forward  had  been  taken  when  this  law  could  bet 
passed,— a law  in  which  “ the  poor  ” are  not  reminded  of  them 


5 


poverty,  except  in  necessary  reference  to  previous  legislation. 
And  the  good  effect  of  the  law  was  so  marked,  that  after  extend- 
ing its  operation  to  the  whole  State  in  1834,  in  1836  the  control- 
lers for  Philadelphia  were  authorized  “ to  establish  one  Central 
High  School  for  the  full  education  of  such  pupils  of  the  Public 
Schools  as  may  possess  the  requisite  qualifications;”  and  it  was 
further  enacted  that  “all  such  provisions  (if  any)  in  the  * act  of 
1818  and  its  supplements’  as  limit  the  benefits  of  the  said  public 
schools  to  the  children  of  indigent  parents,  * * * 

be  and  the  same  are  hereby  repealed.”  The  u if  any”  shows  that 
the  intention  in  1818  was  to  abolish  this  odious  distinction,  which, 
we  may  hope,  received  its  last  mention  on  our  Statute  book,  in 
the  words  just  quoted;  and  the  establishment  of  the  High  School 
was  a guarantee  of  the  good  faith  of  that  act.  That  act,  of  1818, 
did  not  establish  a High  School,  but  it  brought  the  grade  of  edu- 
cation so  high  by  not  restricting  it  to  the  poor,  that  pupils  who 
had  the  preparation  and  the  time,  (generally  from  the  wealthier,  if 
not  the  wealthiest  classes,)  looked  naturally  to  a High  School  for 
their  “ full  education,”  so  far  as  any  institutions  short  of  a college 
could  give  it.  The  stream  had  risen  to  the  level  of  its  source ; 
the  spirit  that  founded  Oxford,  and  Cambridge,  and  Winchester, 
and  Eton,  and  a dozen  other  great  endowed  schools  of  England ; 
which  had  manifested  itself  here  in  the  Friends’  School  already 
mentioned,  and  the  “ College  and  Academy”  (now  the  University) 
in  1750, — this  spirit  following  the  law  of  its  being  in  the  free  air 
of  a Republic,  had  expanded  to  the  full  measure  of  its  liberal 
nature. 

What,  therefore,  I wish  to  call  attention  to,  as  the  first  notice- 
able point  in  this  review,  is  that  our  schools  were  unsuccessful , or, 
as  the  preamble  already  quoted  tersely  and  practically  says, 
“their  benefits  were  not  commensurate  with  their  expense,”  until 
they  were  made  schools  for  all  classes , a step  which  necessitated 
their  reaching  to  the  highest  grade . Without  precise  information 
as  to  other  localities,  I venture  to  say  that  this  has  been  the  ex- 
perience everywhere  ; and  that  this  point  may  be  considered  as 
one  of  the  “ fixed  facts  ” in  the  history  of  Popular  Education.* 


* In  1816  the  so-called  Poor  Schools  were  attended  by  1 — 55th  of  the  whole  popu- 
lation. In  1820,  after  they  had  become  really  Public  Schools,  the  attendance  had, 
more  than  doubled,  and  was  i-22d  of  the  population.  In  1830  it  remained  stationary, 


6 


“ Heaven  from  all  creatures  hides  the  book  of  Fate,”  and  it 
was  no  doubt  well  that  neither  the  advocates  or  the  opponents  of 
the  constitutional  clause  of  1776  saw  its  inevitable  result; 
else  it  had  not  been  adopted.  But  to  justify  that  action, 

we  must  consider  what  was  at  that  time  the  extent  of 
an  ordinary  English  education,  and  how  small  a portion  of  the 
community  received  it,  in  the  private  schools  of  the  day.  The 
classics  and  the  higher  mathematics  were  seldom  studied  by  those 
not  destined  for  a learned  profession  or  a college  course.  Natural 
Science  and  Political  Economy,  as  branches  of  popular  knowledge, 
did  not  exist ; and  a very  limited  acquaintance  with  Geography 
and  History  sufficed  for  the  occasions  of  most  men  in  those  days 
of  little  travel  and  few  newspapers.  As  to  Drawing,  it  was 
reckoned,  with  Embroidery  and  Deportment,  as  an  ornamental 
accomplishment  for  the  very  few  young  ladies’  schools  then  exist- 
ing. The  modern  languages  were  learned  for  immediate  use  by 
the  few  adults  who  had  need  of  them,  and  singing,  in  social  even- 
ing schools,  by  adolescents.  There  remained,  therefore,  really  but 
the  instruction  in  the  “ three  R’s  ” to  be  considered  when  popular 
education  was  before  the  Legislature, — Providence  thus,  according 
to  the  promise  that  we  shall  not  be  tempted  above  that  we  are 
able,  making  the  first  step  an  easy  one.  These  wonderful  R’s, 
little  clouds  like  a man’s  hand, — they  have  showered  great  bless- 
ings upon  us ! Nor  is  their  influence  yet  spent.  The  “ promise 
and  potency  ” of  much  to  come  is  in  these  essential  particles  of 
education,  to  which  we  must  go  back  again  and  again  that  we 
may  better  go  forward. 

But  the  increased  intellectual  activity  after  the  Napoleonic 
wars,  added  to  human  acquisitions  not  only  new  facts,  but  new 
sciences ; and  the  elements  bf  these,  with  a corresponding  de- 
velopment of  the  primitive  branches,  have  added  largely  to 
the  course  of  studies  of  the  schools.  This,  in  part,  made 
necessary  the  High  School  department ; but  it  has  brought 

although  the  population  had  increased  40  per  cent.  In  1840,  after  the  classification 
of  the  lower  schools,  and  the  establishment  of  the  High  Schools,  it  had  quadrupled 
the  figures  of  1820  and  1830,  and  was  about  i-nth  of  the  population.  Since  then  it 
has  grown  steadily  in  numbers  and  proportion,  being  in  1871  i-8th  of  the  population. 
In  1816,  with  2,000  pupils,  the  cost  was  $11.50  each.  In  1871,  with  87,428,  pupils, 
and  a greatly  extended  course  of  study,  it  had  grown  but  to  $15.  67  per  pupil;  and  in 
view  of  the  changed  value  of  money,  the  increase  is  less  than  it  appears  to  be. 


7 


about  also  a most  comprehensive  classification  and  grading  of  all 
departments. 

All  this  has  not  been  the  work  of  one,  but  of  many  years,  and 
has  taxed  the  patient  thought  of  many  men  and  women  who 
would  have  been  famous  had  they  not  been  simply  teachers.  The 
first  step  in  this  path  in  this  city  was  the  division  into  Primary, 
Secondary  and  Grammar  Departments,  in  1837;  the  next,  the  es- 
tablishment of  the  Senior  classes,  in  1867,  as  intermediate  between 
the  Grammar  and  the  High  Schools ; the  last,  the  revision  of 
1877,  in  connection  with  the  present  course  of  study  then  adopted. 
This  makes  for  each  of  the  three  lower  departments  four  grades, 
and  for  the  Senior,  two ; in  all,  without  the  High  Schools,  four- 
teen grades,  numbered  continuously  from  the  lowest,  and  requiring 
eight  years  for  their  completion. 

I introduce  this  statement  here  in  connection  with  what  I have 
said  as  to  the  Public  Schools  having  become  schools  for  all . But 
I desire  to  call  special  attention  to  it,  in  answer  to  a complaint  that 
has  been  heard  of  late,  and  which  seems  very  much  like  the  old 
opposition  to  State  education,  revived  under  a new  form.  Within 
the  last  seven  years,  the  burden  of  taxation,  under  a financial  dis- 
tress unequalled  during  the  generation  which  has  seen  the  devel- 
opment of  our  school  system,  has  drawn  public  attention  to  every 
means  of  relief.  Some  of  the  larger  taxpayers,  suffering  less  from 
the  burden,  yet  more  sensible  of  it  than  the  poor,  complain  that 
our  schools  are  too  expensive ; that  they  go  too  far ; that  they 
teach  sciences  and  ornamental  branches,  never  contemplated  by 
their  founders.  Those  among  the  complainants  who  pride  them- 
selves on  owing  everything  to  ancestry,  urge  that  the  masses,  who 
are,  of  course,  to  be  working  people,  need  a plain,  “ practical  ” 
education  only.  Those  who  pride  themselves  on  owing  nothing  to 
ancestry  say  that  if  any  have  talents  fitting-  them  for  a higher 
walk,  they  will  reach  it  without  education,  “ as  we  did.” 

But  these  views,  however  much  they  claim  to  be  based  on  those 
of  the  Fathers,  are  of  modern  origin.  They  are  due  to  a more 
rapid  growth  of  wealth  than  wisdom,  and  the  rise  of  a so-called 
aristocracy,  based  on  wealth.  This  aristocracy  has  travelled,  if  it 
has  thought  it  worth  while  to  do  so  ; it  has  been  complacently 
and  publicly  unconscious,  or  painfully  and  secretly  sensible,  of  its 
inferiority  to  its  European  prototype,  refined  by  generations  of 


8 


ease  and  culture,  and  for  the  present,  at  least,  still  an  essential 
part  of  the  political  system.  It  has  seen  in  foreign  countries,  if  it 
has  cared  to  look,  public  education  maintained  by  the  State,  not 
to  make  the  people  more  fit  to  govern,  but  more  easily  governed ; 
and  it  brings  home  the  language  of  those  countries  when  Educa- 
tion is  the  topic,  as  when  it  speaks  of  Society  and  Art.  The  effect 
is  seen  in  the  freedom  with  which  demagogues  disparage  the 
higher  education,  and  cut  down  salaries  of  teachers.  It  will  be 
felt  disastrously  when  such  work  shall  have  so  lowered  the 
standard  of  our  schools  that  they  shall  again  be  known  as  Pauper 
Schools,  and  a coming  generation  shall  be  taught,  as  a primary 
lesson,  that  Public  Schools  are  for  the  Poor  only. 

As  already  said,  the  answer  to  these  objections  is  to  be  found  in  the 
grading  and  classification  that  have  been  mentioned.  A very  short 
study  of  the  statistics  of  this  feature  of  our  local  system  will  illus- 
trate this.  At  the  close  of  1878,  which  was  by  no  means  an  ex- 
ceptional year,  of  our  103,997  pupils,  52,422,  or  one-half  of  the 
whole,  were  in  the  Primary  Department,  and  studying,  therefore, 
Spelling,  Reading,  Writing,  Arithmetic,  as  far  as  multiplication 
with  four  figures,  and  long  division  by  one  figure,  Drawing  in 
straight  and  curved  lines,  such  as  are  the  basis  of  all  mechanical 
and  ornamental  design,  Object  Lessons,  or  very  “ practical  ” oral 
instruction  in  weights,  measures,  money,  form,  color,  local  geog- 
raphy, general  elementary  useful  knowledge  ; and  Music  in  simple 
songs. 

Going  a little  further,  we  find  that  27,022  pupils,  being  a little 
over  one-fourth  of  the  whole,  were  in  the  Secondary  Department, 
where  the  same  studies  are  reviewed  and  carried  further, — Lan- 
guage into  the  beginning  of  Grammar ; Arithmetic  into  common 
fractions ; Drawing,  into  natural  forms  (leaves  and  flowers),  and 
their  analysis  into  typical  forms ; Object  Lessons  including  names 
of  trees,  and  plants  in  this  vicinity,  with  some  knowledge  of  their 
habits  and  uses — the  qualities  and  uses  of  various  familiar  materials 
— and  information  as  to  different  occupations  or  trades.  Vocal 
music  is  continued  with  two-part  songs,  and  the  Geography  of 
North  America  is  added. 

We  have  now,  before  reaching  the  Grammar  Department,  origi- 
nally the  highest  grade,  already  accounted  for  79,444,  out  of  the  103,- 
997  pupils— that  is  to  say,  with  those  pursuing  Primary  and  Sec- 


9 


ondary  studies,  of  the  7,418  in  consolidated  or  unclassified  schools, 
and  the  300  in  the  Practice  classes  of  the  Normal  School,  about 
four-fifths  of  the  whole.  Certainly  not  much  that  is  unpractical  is 
taught  to  this  point. 

In  the  Grammar  Department  proper,  there  were  15,443,  and 
probably  5,000  more  in  the  consolidated  schools.  From  this  should 
be  deducted  the  senior  classes — say  1,800 — making  the  total  num- 
ber pursuing  the  studies  of  this  grade,  say  18,000,  or  about  one- 
sixth  of  the  whole.  These  18,000  are  divided  among  64  schools, 
in  a territory  of  143  square  miles,  and  certainly  cannot  form  any- 
where a very  dangerous  body  of  over-educated  youth.  Let  us  see 
what  they  study.  Language  lessons  go  into  the  beginning  of  Syn- 
tax ; Arithmetic  to  percentage  and  square  root,  measurement  of 
rectangular  surfaces  and  solids  ; Geography  becomes  universal,  and 
that  of  the  United  States  is  studied  in  connection  with  their  history. 
Drawing  comprises  freehand  perspective  without  shading,  and  con- 
ventional ornament.  Music  teaches  the  formation  of  different 
scales,  with  three-part  exercises  and  songs ; and  Object  Lessons 
are  given  on  the  most  general  classification  of  animals  and  plants, 
further  details  of  their  economic  uses,  the  laws  of  heat  and  cold, 
ventilation,  respiration,  etc. 

About  1,800  pupils,  as  already  stated,  are  in  the  Senior  grades, 
where  the  High  School  course  really  begins,  and,  for  most  of  the 
students,  ends.  Here  Grammar  is  finished  ; Geometry,  Mensura- 
tion and  Algebra  are  begun  , Geography  becomes  Physical,  instead 
of  Political ; and  History,  in  the  form  of  reading  lessons,  is  that  of 
the  United  States,  with  those  of  England,  France,  and  Spain  (the 
three  most  nearly  connected  with  ours),  and  of  the  most  important 
nations  of  antiquity.  Drawing  is  both  freehand  and  instrumental, 
for  constructive  and  decorative  purposes  ; Vocal  Music,  now  mainly, 
of  course,  for  the  girls,  goes  into  higher  detail ; and  the  Object 
Lessons,  by  charts  and  lectures,  are  on  elementary  Natural  Philoso- 
phy, Physiology  and  the  laws  of  health.  The  study  of  the  Consti- 
tution of  the  United  States  is  added,  with  oral  instruction  on  our 
city  government. 

In  all  the  departments,  exercises  conducive  to  physical  devel- 
opment and  discipline,  are  required  to  be  taught ; and  the  oral  in- 
struction, in  addition  to  what  has  been  mentioned,  is  directed  to 
the  “ habits  and  conduct  ”,  becoming,  in  the  hands  of  a competent 
teacher,  a far-reaching  moral  agency. 


10 


Concluding  our  analysis  with  the  two  High  Schools  (Boys’  and 
Girls’)  we  find  that  they  contained  in  all,  at  the  close  of  1878,  1,392 
pupils,  making,  with  the  1,800  in  the  Senior  classes,  about  one- 
thirty-third  of  the  whole  number.  The  studies  of  the  Boys’  High 
School  in  the  English  Language  and  Literature,  Mathematics, 
Latin,  Mental  Science,  History  and  Political  Economy,  and  Natural 
Science,  are  nearly  if  not  quite  the  same  as  in  the  Department  of 
Arts  at  the  University  of  Pennsylvania,  while  they  include  Mechan- 
ical Drawing,  which  the  latter  does  not,  and  do  not  include  Greek 
and  French,  which  the  latter  does. 

The  studies  of  the  Girls’  High  School  have  been  adapted  chiefly 
to  the  requirements  of  those  who  are  to  become  teachers  in  the 
lower  schools,  and  therefore  omit,  among  others,  Latin,  German, 
Political  Science,  and  some  branches  of  Mathematics.  As  the  pre- 
paration for  teaching,  however,  has  recently  been  made  a special 
course,  it  will  not  probably  be  long  before  that  for  general  pupils 
will  be  as  liberal  as  the  “ full  education  ” of  women  demands. 

It  will  be  seen,  then,  that  in  the  year  1878  there  were  but  F3 
of  the  Public  Scholars  enjoying  High  School  instruction,  if  we  in- 
clude the  Senior  classes  of  the  Grammar  Schools ; without  them, 
but  y1^- ; that  but  -1-  are  in  the  other  grammar  grades,  and  the  re- 
mainder, nearly  are  in  the  lowest  grades,  where  are  taught 
Reading,  Writing,  Arithmetic,  and  American  Geography,  and 
nothing  else  but  the  very  practical  subjects,  involving  no  text- 
books, of  Drawing,  Singing,  Physical  Exercises  and  Good  Behavior. 
The  records  of  at  least  the  last  eight  years  show  very  slight  varia- 
tion in  these  proportions,  which  may  be  taken,  therefore,  as  those 
of  the  children  in  the  different  grades  of  our  Public  Schools  at  any 
one  time.  It  does  not  seem,  then,  that  the  masses  of  our  children 
are  being  taught  too  much,  or  that  our  municipal  legislators  have 
reason  to  fear  that  their  future  constituents  are  outgrowing  them 
in  learning.  The  latter  fact  is  to  be  regretted,  but,  as  it  is  a fact,  it 
should  be  quoted  on  the  right  side.  That  the  104,000  public 
school  children  represent  this  future  constituency  very  largely  will 
be  evident  when  we  remember  that  the  total  number  of  children 
of  school  age  in  this  city  is  about  150,000,  exclusive  of  those  at 
work,  and  that  the  course  and  methods  of  the  Public  Schools 
direct  very  much  those  of  all  others. 

As  to  the  “ undue  expensiveness  ” of  all  this,  I am  sorry  to  say 


II 


that  the  city  of  Philadelphia  pays  only  about  $15  per  annum  for 
the  instruction  of  each  of  its  public  scholars.  This  includes  not 
only  teachers’  salaries,  but  books,  fuel,  furniture,  repairs  and  in- 
surance ; in  fact,  everything  except  new  buildings.  The  Boys’ 
High  School,  an  institution  whose  use  many  fail  to  see,  notwith- 
standing its  collegiate  powers,  since  it  “ does  not  even  make 
teachers,”  costs  the  enormous  sum  of  $75  per  annum — less  than 
half  the  cost  of  a University  year — for  each  of  its  600  pupils. 
This,  however,  is  assessed  upon  a capital  of  $200,000,000,  and  has 
given  to  the  community  possessing  that  capital,  during  the  last 
forty  years,  hundreds  of  its  leading  and  most  useful  men,  who  for 
want  of  that  seventy-five  dollars  yearly  would  have  had  no  higher 
preparation  for  life  than  the  Grammar  School  course. 

There  also  are  facts  to  be  regretted : it  is  possible  that  if  we 
gave  more  to  our  schools,  we  should  receive  more  from  them,  and 
criticism  find  fewer  occasions. 

A French  writer  has  compared  a well-arranged  plan  of  public 
education  “ to  a railway  system,  with  its  main  line,  stations, 
junctions  and  branch  lines.  * * * Just  as  passengers  on  a rail- 
way get  out  at  the  different  stations,  so  the  children,  who,  from 
pecuniary  necessity  or  social  position,  are  compelled  to  earn  their 
livelihood  at  an  earlier  age,  leave  school  at  any  point  of  this 
course,  * * * all,  according  to  the  amount  of  knowledge  they 
have  acquired,  able  to  take  their  place  in  the  social  stratification.” 
As  it  is  the  duty  and  interest  of  railway  managers  to  give  facilities 
for  all  classes  of  passengers,  so  it  is  the  duty  and  interest  of  the 
State  to  provide  for  all  who  travel  the  road  to  learning,  leaving  to 
the  operation  of  natural  laws,  in  both  cases,  the  fixing  of  the  pro- 
portion of  way  and  through  fares.  The  necessities  of  a vast 
manufacturing  population  prevent  the  greater  part  of  the  pupils 
from  reaching  the  Grammar  department ; and  the  unique  con- 
struction of  our  city,  which  brings  the  poorest  classes  into  close 
neighborhood  with  the  wealthier,  has  the  effect  to  restrict  the 
children  of  the  latter  very  largely  to  the  Grammar  Department 
and  the  High  Schools,  particularly  the  Boys’.  The  objection 
sometimes  made,  that  the  whole  course  of  study  contemplates, 
nevertheless,  the  entrance  of  each  Primary  pupil  into  a High 
School,  will  be  met  by  what  has  been  and  what  will  be  said. 
Certainly,  to  return  to  our  illustration,  our  road,  no  matter  with 
how  many  stations,  must  have  a terminus  also. 


12 


But  there  is  a real  danger  in  the  extension  of  the  course  of 
studies, — a danger  somewhat  opposite  to  that  which  our  friends 
(of  whom  we  have  just  spoken)  have  feared,  and  yet,  perhaps,  the 
one  that  they  should  have  felt.  It  is  not  that  our  pupils  may  be 
learning  too  much,  but  that  they  may  be  educated  too  little. 
Learning,  as  the  acquiring  of  information,  is  one  thing;  Educa- 
tion, the  development  of  the  human  forces,  is  another.  I do  not 
say  that  we  are  at  present  committing  this  error;  but  there 
always  has  been,  and  will  be,  a tendency  to  it,  that  must  be  care- 
fully watched  and  checked.  Public  schools  owe  their  origin  to  a 
desire  to  open  to  the  illiterate  that  field  of  knowledge  whose  gate 
is  the  art  of  reading.  It  was  natural,  therefore,  that  the  next 
step  should  be  the  imparting  of  knowledge.  And  yet  the  mere 
giving  of  knowledge,  for  its  own  sake,  or  for  its  commercial  uses, 
I take  to  be  not  at  all  the  function  of  State  schools,  or,  indeed,  of 
any  but  special  schools.  This  audience  will  not  misunderstand 
me,  but  may  even  wonder  that  I should  call  attention  to  this  as 
the  other  prominent  point  in  a public  school  system,  besides  its 
comprehensiveness,  namely,  that  State  education  must  be  es- 
sentially a training , not  essentially  an  informing  process.  But 
a beacon,  though  centuries  old,  is  useless  the  moment  a fog 
hides  it,  and  you  will  allow  me,  therefore,  a few  words  on  this 
point  of  which  we  often  lose  sight. 

For  the  principle  I have  mentioned,. applied  to  education  gener- 
ally, is  older  than  our  Teachers’  Institutes,  older  than  Pestalozzi, 
older  than  Comenius.  Displayed  first  probably  by  the  Greeks, 
what  the  leaders  in  teaching  have  since  done,  has  been  to  recall, 
from  time  to  time,  by  its  light,  the  course  of  their  comrades  as  they 
have  strayed  from  the  true  path  into  the  bogs  of  pedantic  rote,  or 
the  thickets  of  universal  knowledge.  The  human  being  is  always 
the  same,  and  what  must  always  be  done  for  him  is,  to  bring  out 
his  powers  by  the  proper  use  of  his  accidental  circumstances.  All 
knowledge  is  but  a means  ; all  life  but  a process  of  education  ; and 
that  fraction  of  each  that  belongs  to  the  school  time  of  youth,  is 
best  used  when  it  follows  this  course.  It  is  true  that  so  far  as  the 
education  of  the  mind  is  concerned,  the  acquisition  of  knowledge 
is  the  first  and  almost  the  last  step,  but  after  all,  it  is  no  more  the 
end  than  the  partaking  of  food  is  the  end  of  eating,  though  this  be  a 
performance  indispensable  first,  last,  and  always,  toourgrowth  and 
maintenance.  “ For  life,”  in  all  its  forms,  “ is  more  than  meat.” 


13 


Among  barbarous  peoples,  the  development  of  the  physical 
powers  is  the  most  important  part  of  education.  As  civilization 
increases,  the  intellectual  faculties  require  and  receive  more  atten- 
tion, and  where  civilization  is,  like  ours,  based  on  Christianity,  the 
duty  of  educating  the  moral  faculties  is  recognized.  Each  of  these 
should  be  an  addition,  not  a substitution.  The  highest  civilization 
should  produce  men  of  physical  beauty  equal  to  the  classic  models, 
of  strength,  endurance,  and  acuteness  of  sense  of  the  nomad  or 
hunter ; ©f  the  highest  degree  of  mental  perception,  reten- 
tion, and  analysis,  and  with  spiritual  graces  that,  so  far  at  least,  have 
been  found  inseparable  from  Christianity.  All  this  seems  visionary, 
but  I am  pointing  forward  to  a goal,  not  to  the  roadside  we  are 
passing  ; and  if  we  wish  to  know  our  way,  we  must  ask  where  it 
leads.  ' 

So  the  most  important  question  for  us,  now  and  always,  is,  Is 
our  course  of  public  education  well  designed  theoretically,  to  bring 
on  their  way  to  this  highest  plane,  in  the  few  steps  of  one 
generation,  the  people  of  this  city?  I think  it  is.  Our  very 
general  review  has  shown  that  while  more  time  is,  properly, 
occupied  with  the  mental  training,  yet  the  physical  and  moral  are 
not  neglected.  Much  of  the  first  involves  the  second.  The  use  of 
charts,  and  objects,  to  teach  color  and  form,  the  study  of  drawing 
and  singing,  of  geography  by  map  drawing,  the  regulated  use  of 
physical  exercises,  in  addition  to  the  usual  recess,  all  are 
calculated  to  aid  in  the  development  of  the  organs  of  the 
senses,  and  the  general  bodily  vigor.  And  since,  historically  and 
actually,  the  highest  form  of  religion  is  based  on  manhood,  certainly 
the  moral  instruction  required  in  our  schools,  is,  in  connection  with 
the  mental  and  bodily,  at  least  a preparative  for  something  higher. 

As  to  a more  detailed  examination  of  the  course,  this  is  not  the 
place,  even  were  there  time,  for  it.  Let  me  only  say,  as  to  its  mental 
department,  that  as  the  acquiring  of  information  is  a means  to  the 
training  of  the  mind,  so  it  was  justly  thought  that  a scheme  of 
study  which  followed  the  most  natural  order  of  learning  should 
be  the  best.  Naturalness  is  followed  in  grouping  the 
studies  under  their  generic  names,  and  taking  them  up  in  proper 
order;  and  the  seven  branches,  mathematics,  writing,  drawing, 
music,  natural  science,  history — which  might  be  again  condensed 
into  the  three  primitive  orders  of  Pestalozzi,  speech,  form,  number, 


14 


(the  “ three  R.’s  ” again)— comprehend  all  that  man  can  know,  un- 
der titles  that  are  carried  through  all  the  grades.  Thoroughness 
in  elementary  principles,  rather  than  the  covering  of  large  fields 
thinly,  has  been  kept  in  view,  and,  therefore,  children  are  kept 
longer  in  the  early  stages  of  language  and  number  than  formerly. 
The  study  of  language  is  made  more  prominent,  and  that  of  num- 
ber less,  than  formerly  in  the  Primary  Department.  The  lessons 
are  divided  among  the  different  grades  more  minutely,  and  without 
reference  to  any  special  text-book.  The  instruction  in  drawing  is 
made  obligatory,  at  least  so  far  as  the  requirement  of  examinations 
can  make  it  so.  Political  geography  and  history  are  taught  to- 
gether, as  they  should  always  be,  and,  in  fact,  the  whole  course 
shows  a more  scientific  structure,  as  a training  system,  than  its 
predecessor.  This  may  be  said  without  disparagement  of  the  labors 
of  those  who  prepared  that  course,  for  some  of  them  have  been  the 
most  active  in  the  arrangement  or  introduction  of  the  present. 
And  if  long  experience  and  observation  of  that -course,  if  acknowl- 
edged skill  as  teachers,  if  months  of  patient,  unpaid  labor,  done 
in  hours  which  the  workman  might  justly  claim  as  his  own,  if  care- 
ful study  and  readiness  to  avail  of  the  experience  of  other  cities ; 
if  all  these  are  not  a guarantee  that  the  Committee  of  Principals  to 
whom  this  city  owes  her  present  course  of  study,  have  made  the 
best  one  possible,  they  at  least  guarantee  the  probability  that  no 
better  could  have  been  made,  and  that  they  and  those  they  repre- 
sent are  ready  to  amend  whatever  use  may  prove  defective. 

The  direction  in  which  improvements  will  be  made  hereafter, 
will,  I think,  be  in  the  apportionment  of  time  among  the  different 
branches  according  to  their  relative  value.  Thus  it  may  be  a 
question  whether  too  much  detail  be  not  allowed  in  Geography 
and  History,  at  the  expense  of  studies  which  have  a greater  value 
in  training  viz  : Literature,  Mathematics,  and  form  in  some  of  its 
varieties.  The  man  of  one  book  is  famous  as  a man  of  power. 
While  the  practice  of  a single  manual  art  dwarfs  the  mind,  study 
of  a si  ngle  branch  comprehending  these  subjects  expands  it.  Intro- 
ductory or  in  addition  to  drawing,  modeling  might  be  practiced  in  the 
lower  schools,  and  the  representation  of  tools  and  appliances  of 
the  arts  made  a part  of  the  drawing  lessons  of  the  higher. 

The  Boys’  High  School  would  doubtless  give  a more  valuable 
degree,  if  its  studies  were  so  far  elective  that  pupils  could  carry 


i5 


either  a general  or  a scientific  course  to  a full  collegiate  standard ; 
or  if  it  should  confine  itself  entirely  to  one  or  the  other. 

It  is  a failure  to  note  the  distinction  between  training  and 
informing,  which  gives  rise  to  much  of  the  objection  to  the 
higher  grades  of  public  education.  If  the  business  of  the 
schools  be  to  give  information,  one  may  well  feel  alarmed, 
lest,  in  an  age  where  the  field  of  knowledge  is  continually 
widening,  that  there  will  be  no  limit  to  the  curriculum  ; and  de- 
cide it  the  safest  course  to  stop  all  instruction  but  the  most  ele- 
mentary. But  if  our  educators  keep  this  point  in  view,  that  the 
State,  having  no  right  to  legislate  for  special  classes,  ought  not  to 
make  encyclopedists  any  more  than  lawyers,  physicians,  account- 
ants, telegraphers,  machinists,  farmers,  etc.,  but  that  she  ought 
to  make  men,  they  will  know  their  path  and  its  end,  and  will 
soon  find  themselves  unmolested  in  it. 

For  men  are  what  the  State  always  needs,  while  the  necessity 
for  artisans  of  any  type  or  degree  changes  with  the  market.  In  a 
Commonwealth,  above  all,  where  the  pupils  “ are  the  State,”  not 
its  subjects,  should  the  higher  education,  which  makes  the  leaders 
among  men,  be  easily  accessible,  because  it  raises  the  standard  of 
general  intelligence.  The  highest  mountains  rise  from  elevated 
regions,  and  the  leading  minds  of  the  Nation  come  now  from  those 
parts  of  our  country  where  State  education  is  most  thorough  and 
general.  At  the  risk  of  being  offensive,  I call  attention  to  this : 
the  two  conditions  are  inseparable,  and  that  the  gradation 
hitherto  seems  to  be  downward  from  the  higher  parallels  of  lati- 
* tude.  In  England  the  class  from  which  the  governing  minds 
arise  is  well  educated.  Here  that  class  should  be  co-extensive 
with  the  country.  That  all  cannot  reach  the  highest  grades  of 
training,  is  a reason  why  every  opportunity  should  be  given  to 
those  who  can:  It  is  the  way  of  nature  that  the  rising  sun  does 

not  fill  the  landscape  with  light  till  after  he  has  illuminated  the 
highest  pe&ks. 

Much  has  been  said  lately  of  the  necessity  of  industrial  train- 
ing in  our  Public  Schools.  So  far  as  this  means  a preparation  for 
an  industrious,  useful  life,  it  is  exactly  what  has  been  maintained 
in  the  preceding  pages.  But  those  who  seriously  propose  to  in- 
troduce special  manual  employments,  which,  by  a restriction  in 
language,  seems  to  be  all  that  come  under  the  head  of  industry, 


i6 


now-a-days,  must  give  the  subject  very  careful  consideration.* 
I have  suggested  how  much  is  to  be  done  for  every  child  besides 
teaching  it  a trade ; and  if  it  be  well  done,  in  those  first  years 
when  it  ought  not  to  be  confined  to  labor,  the  learning' of  trades, 
under  their  present  and  prospective  division  into  specialties,  ‘ and 
in  technical  schools  which  are  replacing  apprenticeship,  becomes 
an  easy  matter.  Only  let  our  course  of  study  keep  in  view  such 
a balance  between  its  departments, — such  an  equal  opening  of  the 
doors  to  each  of  the  three  directions  of  human  effort, — towards 
facility  in  language,  towards  aptness  in  mathematical  combinations, 
towards  readiness  in  distinguishing  form,  that  each  pupil,  instead 
of  being  fitted  for  nothing,  with  a consequent  leaning  towards  a 
clerkship  or  a cheap  literary  occupation,  will  find  the  path  in 
which  he  or  she  can  work  best,  and  the  State  at  least  need  not 
trouble  itself  about  him  or  her  thereafter. 

What  now  has  risen  up  before  us  in  this  review  ? Not  an  elee- 
mosynary system,  offspring  of  benevolence  and  self-interest,  for  the 
protection  of  the  rich  by  the  least  possible  aiding  of  the  poor ; not 
a meagre  course  of  elementary  learning,  a mere  gate  to  let  unbred 
animals  into  common,  forest,  or  garden  at  their  own  will ; but  a 
thoughtfully  planned  course  of  training,  physical,  mental,  and 
moral,  reaching  from  the  Kindergarten  to  the  University,  and  af- 
fecting the  children  of  the  day  laborer  and  the  capitalist — in  its 
night  schools,  even  the  laborer  himself.  It  is  not,  we  admit,  the 
system  established  by  the  fathers ; we  are  glad — and  they  would 
be — that  it  is  not.  Great,  indeed,  were  the  foresight,  or  small  the 

*To  look  at  this  question  as  a practical  one, — out  of  about  nine  hundred  distinct 
occupations  in  the  Philadelphia  City  Business  Directory  for  1880,  about  one  hundred 
separate  manual  arts  or  trades  may  be  distinguished.  To  give  an  elementary  know- 
ledge of  each  of  these,  an  immense  expense  (besides  time)  is  required  in  buildings, 
materials,  tools,  and  instructors,  which  must  be  increased  with  the  progress  of  the 
arts,  changed  with  the  changing  demand,  or  allowed  to  become  worthless  or  obselete. 
It  will  be  impossible  to  teach  each  to  every  pupil,  and  discrimination,  at  so  early  an 
age,  must  be  made  quite  in  the  dark.  What  then,  can  be  done  for  “ industrial”  edu- 
cation, more  than  to  try  to  develop  such  mental  aptness  and  manual  dexterity  as  will 
make  easy  the  learning  of  the  most  suitable  trade  when  necessary  ? This  will  not  ex- 
clude all  useful  work  from  schools,  any  more  than  the  same  rule  in  other  studies  ex- 
cludes all  useful  learning.  It  only  restricts  the  teaching  to  such  employments, 
whether  prospectively  remunerative  in  themselves  or  not,  as  are  best  for  these  train- 
ing purposes.  Not  many  are  required ; drawing  and  modeling  have  been  already 
mentioned,  and  plain  sewing  doubtless  might  be  added. 


1 7 


advance,  of  a nation  if  such  could  be  the  case.  We  are  instru- 
ments only,  even  in  our  plans,  of  a greater  planner,  and  no  more 
conscious  of  the  final  result,  than  is  the  acorn  of  the  oak.  The 
Nation  that  would  enter  upon  a Public  School  System,  must 

“ Drink  deep,  or  taste  not  that  Pierian  spring.” 

Do  we  realize  the  growing  influence  of  this  institution, 
already  affecting  the  whole  Nation,  and  second  in  power  to 
the  Church  (only?  Those  who  have  always  enjoyed  its  ben- 
efits regard  it  as  a matter  of  course,  like  the  breath  they  draw ; 
but  those  who  have  not  been  its  friends,  see  more  distinctly  its 
power  and  promise.  The  most  prominent  newspaper  of  one  of  the 
most  influential  religious  bodies,  a body  which  largely  favors  its 
separate  schools,  says  recently,  referring  to  the  connection  of  pub- 
lic libraries  with  the  schools,  “We  have  entered,  in  our  school 
system,  upon  the  organization  of  modern  society ; we  cannot  stop 
half-way.” 

That  we  do  not  thus  fail  depends  upon  an  agency  of  which  no 
mention  has  yet  been  made.  That  agency  is  the  teacher.  I have 
thought  that  a consideration  of  the  methods  and  importance  of 
the  work  would  better  prepare  us  to  speak  of  the  workwoman  or 
workman ; and  I hope  in  so  doing  I have  made  it  necessary  to  say  very 
little.  Do  we  not  need  for  this  work,  growing  more  and  more  in- 
dependent of  text-books  and  routine,  the  finest  qualities  of  mind 
and  heart  ? We  have  teachers  possessing  these,  but  if  they  can- 
not be  retained,  if  more  cannot  be  had,  our  well  planned  course  is 
a dead  form  with  no  spirit  of  life : a rigid  method  with  no  adapta- 
bility to  its  subjects.  And  if  they  cannot  be  had  for  other  consid- 
erations, we  must,  with  the  present  pecuniary  rewards,  wait  long 
for  them. 

As  the  work  rests  upon  the  teacher,  so  the  teacher  rests  upon 
those  who  qualify  and  appoint  her,  who  prescribe  her  duties,  who 
select  books,  who  plan  and  erect  buildings.  These  again,  so  far  as 
money  is  needed,  rest  upon  the  legislators,  and  these  upon  the 
pie.  A zealous  discrimination  in  the  voter,  a wise  liberalityAn  the 
councilman,  a just  and  strong  supervision  in  controllers^.nd  direc- 
tors, are  the  most  urgent  needs  of  this  whole  animated  structure. 

If  the  people  are  not  sensible  enough  of  their  responsibilities  in 
this  regard,  cannot  they  become  so  through  the  agency  by  which 


im 


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18 


other  political  benefits  have  been  realized — through  an  organiza- 
tion working  outside  of  state  and  civic  bodies,  an  observing,  sug- 
gesting, counseling,  strengthening,  force  ? Perhaps  the  mission  of 
the  Society  for  the  Promotion  of  Public  Economy  is  not  yet  ended, 
— that  what  may  be  called  its  “ scattered  members,”  in  this  Asso- 
ciation and  the  new  Charity  Organization,  may  be  revivified  un- 
der the  old  name,  a more  comprehensive  one  than  either  of  the 
others,  and  the  Society  renew  its  youth  in  its  labors  in  this  direc- 
tion. Here  is  a field  for  those  who  would  serve  the  body  politic, 
yet  fear  to  be  “ in  politics.”  They  would  find  true  the  converse  of 
the  ancient  saying  ; and  that  they  who  would  serve  among  men 
shall  be  accounted  great. 


1 2 e & 127  NORTH  SEVENTxTERN  & CO., 

3 -^REET,  PHILA. 


